Presentation and Unit Plan Development 211 Essay
Order ID |
53563633773 |
Type |
Essay |
Writer Level |
Masters |
Style |
APA |
Sources/References |
4 |
Perfect Number of Pages to Order |
5-10 Pages |
Description/Paper Instructions
Presentation and Unit Plan Development 211 Essay
Chapter 5 Presentation and Unit Plan Development 211
Have a tasting party. Blindfold students and have them eat small pieces of healthy snack foods and have them guess what it is according to taste, texture, and smell. Then have them rate the food as sugary or non-sugary. Emphasize that although fruits have sugar, they are a healthier choice when you want a sugary snack.
Discussion question: What favorite healthy snack should I eat to help me have strong, healthy teeth? Note: Some foods might include oranges, tangerines, apples, celery, carrots, cheese crackers, popcorn, pretzels, etc.
- Snack Considerations
If an individual must snack, there are many nutritious non-sugary snack foods. They include meat, nuts, cheese, fresh fruits and vegetables, unsweetened fruit juices, sugarless soft drinks, milk, plain yogurt, hard-boiled eggs, popcorn, and pretzels.
Method/Strategy (Discussion, Puzzle)
Pass out the worksheet “Smart Snacks for Me” and have the students indicate those foods containing and not containing added sugar.
This section should take approximately 15 minutes. The material needed is the Smart Snacks for Me worksheet. Extend the lesson by allowing students to color, if necessary and time permits.
III. Brushing
Method (Instruction/Lecture)
Tooth brushing will remove plaque from the outer, inner, and chewing sur- faces of the teeth. It is probable that the thoroughness with which one brushes is more important than the specific technique used. Use of tooth- paste is not required for classroom plaque removal. However, use of a tooth- paste containing fluoride is recommended for brushing at home.
Note: Some students may have been taught other cleaning methods by their dentists or dental hygienist. They should continue to follow the instructions they have been given.
Method/Strategy (Personal Improvement/Experiment) Discussion questions:
- Suppose you had a toothbrush in your hand; can you show me the direction you would brush your teeth to make sure you were getting the plaque off?
- Why do I need to brush that way?
212 Lesson Plan Example
Remind students of proper brushing techniques discussed in Week #1/ Thursday (see notes).
Have a volunteer student or two demonstrate the correct brush position on the model.
Disclosing Tablets Experiment—explain how the disclosing tablets work and how to properly use them (see instructions on the package).
Practice: Now allow all students to brush their teeth with partners. After the students are finished brushing, have them disclose and see the areas they missed. Partners will check to make sure the plaque has been removed from the teeth after brushing. Allow them to go back and brush again until the remaining disclosing dye is gone.
This section is approximately 10 minutes. Materials needed include dis- closing tablets, toothbrush, mirror, sink, and water.
- Flossing
Method (Instruction/Lecture)
Flossing is necessary to remove plaque from between the teeth and under the gum line. It is important to clean these areas thoroughly because dental cavities and periodontal disease often start in these areas where the tooth- brush frequently does not reach.
Note: A method of holding floss, which may be easier for children, is to tie a knot in the ends of 12 to 14 inches of floss to form a circle. Hold with the third, fourth, and fifth fingers of each hand. Use thumbs and forefingers to guide the floss.
Method/Strategy (Personal Improvement)
Now allow the children to practice flossing by distributing floss to each student. Instruct the children to pretend that their partner’s fingers are their teeth. Have the partner hold out his or her hand with fingers close together, representing the way your teeth are close together in your mouth. Have students floss between the fingers of their partner’s hand, practicing the flossing guideline discussed Week #1/Thursday (starting with the backside of the back tooth and working around the arch in a reg- ular pattern—see notes). Each child should have a turn practicing the flossing technique.
Note: For first-grade students, teachers should obtain the assistance of local dental professionals or parents when attempting in-class flossing.
After the students are finished flossing, have them disclose and see the areas they missed. Allow them to go back and floss again until the remaining disclosing dye is gone.
This section will take approximately 8 to 12 minutes. Materials needed include floss, mirror, sink, and water.
Chapter 5 Presentation and Unit Plan Development 213 V. Evaluation
Each objective will be assessed according to the following technique:
Objective |
Technique of Assessment |
Cognitive: By the end of the lesson, first-grade student will identify healthy snack foods by circling ap- propriate choices on the worksheet with 90% accuracy. |
Instructor will grade the work- sheet. |
Psychomotor: The participant will create a food collage to classify multiple examples of healthy food choices discussed in the lecture as high in sugar or not high in sugar.
Psychomotor: By the end of the session, first-grade student will demonstrate plaque removal on tooth surfaces, to his or her partner, by removing the disclosing tablet stains using the method of brushing described. |
Instructor will review the collages to ensure that foods are placed in the correct category.
Instructor will observe the student activity and interaction between partners to ensure participants are properly brushing. |
Affective: Following the discussion on healthy snacks, the learner will verbally justify which of the three foods he or she believes would be the best choice to promote dental health. |
Instructor will randomly call upon participants to check for under- standing. |
A copy of the worksheet Smart Snacks for Me would also be found with the supplemental materials that support the developmental section. The thoroughness of this lesson plan enables any person to execute it with fidelity. If another educator can basically follow your plan and present the material as you would, you have a well-developed plan.
RUBRIC
QUALITY OF RESPONSE |
NO RESPONSE |
POOR / UNSATISFACTORY |
SATISFACTORY |
GOOD |
EXCELLENT |
Content (worth a maximum of 50% of the total points) |
Zero points: Student failed to submit the final paper. |
20 points out of 50: The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. |
30 points out of 50: The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately. Elements of the required response may also be lacking. |
40 points out of 50: The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples. The answer is complete. |
50 points: The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples. No aspects of the required answer are missing. |
Use of Sources (worth a maximum of 20% of the total points). |
Zero points: Student failed to include citations and/or references. Or the student failed to submit a final paper. |
5 out 20 points: Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. |
10 out 20 points: References to scholarly sources are occasionally given; many statements seem unsubstantiated. Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. |
15 out 20 points: Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented. APA 6th Edition is used with only a few minor errors. There are minor errors in reference and/or citations. And/or there is some use of questionable sources. |
20 points: Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented. APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. |
Grammar (worth maximum of 20% of total points) |
Zero points: Student failed to submit the final paper. |
5 points out of 20: The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors |
10 points out 20: The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors |
15 points out of 20: The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. |
20 points: The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. |
Structure of the Paper (worth 10% of total points) |
Zero points: Student failed to submit the final paper. |
3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. |
5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements. The student also significantly writes too large or too short of and paper |
7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. |
10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper. |
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